School Burnout Inventory (SBI)

Abstract

This study introduces a measure for school burnout and examines its validity and reliability among students in upper secondary high schools and vocational schools by using confirmatory factor analysis. School-related burnout comprises three dimensions: (a) exhaustion at school, (b) cynicism toward the meaning of school, and (c) sense of inadequacy at school. A total of 1418 (709 girls, 709 boys) adolescents from 13 postcomprehensive schools (6 upper secondary high schools, 7 vocational schools) filled in a questionnaire concerning their school burnout and background variables. The results showed that the three-factor solution, compared to one- or two-factor solutions, fit the data best and also gave the best reliability indices. The three theoretically-derived dimensions of school burnout were closely related but separate constructs. Finally, concurrent validity for the School-Burnout Inventory (SBI) was found when the correlations of depressive symptoms, school engagement, and academic achievement with each of the three dimensions of school burnout were examined: The more depressive symptoms adolescents suffered, the more exhaustion, cynicism, and inadequacy they reported; and the lower their academic achievement and school engagement, the more cynicism and inadequacy they reported.

The assessment of detachment among university students: Validation of the Recovery Experience Questionnaire in educational contexts

“…For example, this is the case of the MBI-General Survey (Salanova, Grau, Llorens, & Schaufeli, 2001) that led to the MBI-Student Survey (Schaufeli, Martínez, Marqués-Pinto, Salanova, & Bakker, 2002). Also, the School-Burnout Inventory (SBI, Salmela-Aro, Kiuru, Leskinen, & Nurmi, 2009) has been adapted to different student populations.…”

The Relationship of Anxiety, School Burnout and Well-Being in High School Students

“…This current finding explain that School burnout cannot be completely predictable student"s well-being. In other hand, Salmela-Aro [15] suggests that school burnout will have direct effect on depressive symptoms, academic achievement, and school engagement.…”

“…School burnout was examined using the School Burnout Inventory developed by Salmela-Aro et al [15]. This instrument consists of nine items measuring three components of school burnout: (1) exhaustion at school (e.g., I feel overwhelmed by my schoolwork); (2) cynicism toward the meaning of school (e., I am not motivated to do my schoolwork and often think of giving up), and (3) sense of inadequacy at school (e.g., I often have feelings of inadequacy in relation to my schoolwork) to be rated on a 6-point scale (1 =strongly disagree; 6= strongly agree).…”

Validity and Reliability of the Socio-Contextual Teacher Burnout Inventory (STBI)

“…This requires longitudinal research designs employed in different contexts, educational systems and cultures (Elo et al, 2003;Salmela-Aro et al, 2011). Moreover, in further studies the concurrent validity (Salmela-Aro et al, 2009) of the identified threefactor model should be tested with covariates other than the work environment variables used in this study (e.g. gender and educational background).…”

“…This method uses all data that are available in order to estimate the model without inputting data. Because the socio-contextual teacher burnout sub-scales were skewed, the parameters of the models were estimated using an MLR procedure, which produces maximum likelihood estimates with standard errors and 2 test statistics that are robust to non-normality (Muthén & Muthén, 1998-2010Salmela-Aro, Kiuru, Leskinen, & Nurmi, 2009 (Muthén & Muthén, 1998-2010, Salmela-Aro et al, 2009. Finally, the model fit was estimated with a relative goodness-of-fit Normed Fit Index (NFI ≥ .95) that takes into account large sample sizes (Bentler & Bonnet, 1980;Hu & Bentler, 1999).…”